St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

This paper carries out a comparative analysis of the infl uence of innovative teaching techniques on providing educational motivation for students of non-linguistic specialisations to study a foreign language. Teaching of foreign languages today is determined by the two main approaches, namely the development of communication skills and the use of online instruments. In fact, there takes place a rethink of the goals and objectives of education and, consequently, the roles of the professor and student. A student is no longer a passive recipient of a certain truth, but a full participant in the process of cognition. As a result of the development of online education, the technology of «blended learning» has emerged. It is based on a combination of classroom work with work in training Internet programmes, which allows every student to create flexible individual trajectories. The future of a foreign language at a university may also involve creating an individualised educational «hyperspace» in which instruction in the foreign language itself will be integrated into professional training, the so-called CLIL technology. We have chosen to compare the two technologies described above, i.e. the blended learning technology and CLIL technology, and have put forward a hypothesis that both technologies contribute to increasing students’ educational motivation and enhance various types of educational motives. The methods employed in the study include the one designed by A. Rean and V. Yakunin “Diagnostics of students' educational motivation”, academic motivation questionnaire for university students (by T. Ilyina). The article claims that the application of blended learning technology reinforces communicative motives as well as motives for creative self-realisation, while CLIL technology amplifi es social motives and reduces motives of avoidance, which indicates a greater activity and engagement of students in learning. At the same time, both innovative techniques of teaching a foreign language contribute to the increase in positive educational motivation of students.

education, specialised training, foreign language teaching, blended learning, CLIL, teaching techniques, communication skills, online technologies, fl exible individual trajectories, motivation of students

1. Darn S. (2015) Content and Language Integrated Learning, available at: https://www.teachingenglish.org.uk/article/content-language-integrated-learning (11.11.2018).
2. Ellis R. (2003) Task-Based Language Learning and Teaching. Oxford.
3. Galkina V. (2014) “O kompetentsiiakh i kompetentnostnom podkhode v protsesse obucheniia inostrannym iazykam v vuze” [“On Competences and Competence Approach in the Process of Teaching Foreign Languages in Higher Education”]. Nauchno-metodicheskii elektronnyi zhurnal «Kontsept». 2014, № S 1, pp. 6–10; available at http://e-koncept.ru/2014/14502.htm (10.11.2018) (in Russian).
4. Gal'skova N. (2005) Teoriia obucheniia inostrannym iazykam [Theory of Teaching Foreign Languages]. Moscow (in Russian).
5. Kelly K. (2014) Ingredients for successful CLIL. British Council, available at https://www.teachingenglish.org.uk/article/keith-kelly-ingredients-successful-clil-0 (11.11.2018).
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7. Kolesnikova A. (2013) “O kompetentnostnom podkhode k prepodavaniiu inostrannykh iazykov v neiazykovom vuze” [“On Competence Appraoch in Teaching Foreign Languages at a Non-Linguistic University”]. Nauchnyi poisk. 2013. № 2.4, pp. 28–30 (in Russian).
8. Kolykhalova O. (2016) “Rol' iazykovoi kommunikatsii v dialoge kul'tur” [“The Role of Linguistic Communication in Dialogue of Cultures”]. Inostrannye iazyki v shkole. 2016, № 12, pp. 39–45 (in Russian).
9. Kolykhalova O., Shvarts E. (2016) “Traditsionnye i novye podkhody v integrirovannom obuchenii inostrannomu iazyku v vuze” [“Traditional and Innovative Approaches in Integrated Teaching of Foreign Languages at University”], in I. Lebedeva (ed.) «Uchitel', uchenik, uchebnik»: materialy VIII mezhdunarodnoi nauchno-prakticheskoi konferentsii: sbornik statei [“Teacher, Student, Textbook”: Proceedings of 8th International Conference], vol. 2. Moscow, pp. 443–452 (in Russian).
10. Kondrat'eva I., Madiakina N., Valeev A. (2015) “Povyshenie eff ektivnosti protsessa obucheniia inostrannomu iazyku v neiazykovom vuze” [“Increase in Eff ectiveness of the Process of Teaching a Foreign Language at a Non-Linguistic University”]. Sovremennye problemy nauki i obrazovaniia. 2015, № 6, available at http://science-education.ru/ru/article/view?id=23182 (11.11.2018) (in Russian).
11. Kovylina E. (2010) “Prepodavanie inostrannogo iazyka v ramkakh kul'turologicheskogo podkhoda” [“Teaching a Foreign Language in the Framework of Culture Studies”]. Molodoi uchenyi. 2010, № 8, vol. 2, pp. 160–164; available at https://moluch.ru/archive/19/1916/ (11.11.2018) (in Russian).
12. Khudaiberganova E., Gulimetova B. (2016) “Sovremennye metody i tekhnologii prepodavaniia inostrannykh iazykov v vysshei shkole” [“Current Methods and Techniques in Teaching Foreign Languages at Universities”]. Filologiia i lingvistika v sovremennom obshchestve: materialy IV Mezhdunarodnoi konferentsii [Philology and Linguistics in Present-Day Society: Proceeding of the 4th International Conference]. Moscow, pp. 94–97 (in Russian).
13. Kuz'minskaia S., Gurova N. (2016) “Traditsii sovetskogo obrazovaniia i sovremennye didakticheskie tendentsii v prepodavanii inostrannykh iazykov” [“Traditions of Soviet Education and Contemporary Didactic Trends in Teaching Foreign Lanfguages”]. Nauka vchera, segodnia, zavtra: sbornik statei po materialam XXXIII mezhdunarodnoi konferentsii [Science Yesterday, Today, Tomorrow: A Collection of Papers from 33rd International Conference], vol. 4 (26). Novosibirsk, 2016, pp. 97–102 (in Russian).
14. Maksudova O. (2017) “Sovpemennye tendentsii v obuchenii inostrannomu iazyku” [“Current Trends in Teaching a Foreign Language”]. Molodoi uchenyi. 2017, vol. 15, pp. 603–604; available at https://moluch.ru/archive/149/42289/ (in Russian).
15. Matukhin D., Zhitkova E. (2015) “Implementing Blended Learning Technology in Higher Professional Education”. Procedia. Social and Behavioral Sciences. 2015, pp. 183–188.
16. Moroz N. (2007) “Ispol'zovanie sovremennykh tekhnologii v protsesse prepodavaniia inostrannykh iazykov v vuze” [“Employment of Modern Technology in Teaching a Foreign Language at Universities”]. Akademicheskii vestnik. 2007, vol. 2, pp. 179–182 (in Russian).
17. Popova N. (2010) “Samostoiatel'naia rabota s ispol'zovaniem informatsionnykh tekhnologii pri obuchenii inostrannomu iazyku v neprofi l'noi magistrature” [“Self-Study Work with Employment of IT in the Study of a Foreign Language in a Non-Linguistic Master Programme”]. Inostrannye iazyki v obrazovatel’nom prostranstve tekhnicheskogo vuza: materialy IV Mezhdunarodnoi konferentsii (Novocherkassk) [Foreign Languages in Educational Space of Technological University: Proceedings of 4th International Conference]. Novocherkassk (in Russian).
18. Solovova E. (2008) Metodika obucheniia inostrannym iazykam [Methodology of Teaching Foreign Languages]. Moscow (in Russian).
19. Shakirova A., Valeeva R. (2014) “Gumanizatsiia obucheniia inostrannomu iazyku: zarubezhnyi opyt” [“Making Teaching of Foreign Languages Human-Oriented: Experience from Abroad”]. Obrazovanie i samorazvitie. 2014, vol. 2 (40), pp. 72–75 (in Russian).
20. Smirnov A. (2017) “Diagnosis Motivational Mechanism of Educational-Cognitive Motivation of Students”. American Journal of Applied Psychology. Vol. 6, № 5, 2017, pp. 138–141.
21. Trubina G. (2015) “Sotsial'no-orientirovannyi i lichnostno orientirovannyi kharakter lingvisticheskogo obrazovaniia” [“Society-Oriented and Person-Oriented Character of Linguistic Education”]. European Social Science Journal, vol. 1 (52), pp. 132–139 (in Russian).
22. Valeev A., Baranova A. (2015) “Psikhologicheskii komponent obucheniia inostrannomu iazyku na neiazykovykh fakul'tetakh vuza” [“Psychological Component in Teaching a Foreign Language at Non-Linguistic University Departments”]. Sovremennye problemy nauki i obrazovaniia. 2015, vol. 2; available at http://www.science-education.ru/129-22391/ (10.11.2018) (in Russian).
23. Veremeichik O. (2009) “Tsel' obucheniia inostrannym iazykam kak sotsial'no-pedagogicheskaia i metodicheskaia kategoriia” [“The Aim of Teaching Foreign Languages as a Socio-Pedagigocal and Methodological Category”]. Vestnik MGLU. 2009, vol. 1 (15), pp. 7–11 (in Russian).
24. Van de Craen P. (2006) Content and Language Integrated learning, Culture of Education and Learning Theories, available at http://www.unifg.it/sites/default/fi les/allegatiparagrafo/21-012014/van_de_craen_clil_culture_of_education_and_learning_theories.pdf.
25. Van de Craen P. et al. (2007) “Why and How CLIL Works. An Outline for a CLIL Theory”. Current Research on CLIL, vol. 16 (3).

Kolykhalova Olga

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article is devoted to how the spiritual and moral values formed in the Russian society and fi xed In the strategy of development of education in the Russian Federation for the period up to 2025 are refl ected in the modern Russian literature for teenagers, as the continuity of the current children and youth works in relation to the teenage literature of the mid-twentieth century, created by writers of the sixties and their older comrades. Collectivism, active citizenship, patriotism, a sense of pride in their Homeland, the willingness to protect its interests, internationalism, respect for each other, the family and parents, teachers, older generations; respect for work, justice, freedom, self -restraint, sacrifi ce, respect for human rights; family traditionsall these moral attitudes and values are formed through literature that demonstrates positive patterns of behavior. In the works of modern Russian writers translated family values, respect for elders, tolerance for «special people» and the ability to empathize with others in diseases and hardships, shows how the characters retain personal dignity, the ability to moral choice, humanity, which is a good example for young readers. The main theme of adolescent literature: fi nding your place in the world and its destiny in modern Russian literature is solved in a realistic plan (school story, which is experiencing a period of revival) and in terms of fabulously fantastic. More and more attention is paid to modern Russian writers who write for children, environmental issues. It is not limited to the protection of fl ora and fauna, but takes on a special depth. They raise the philosophical problems of the unity of man and nature, the unifi cation of all life in the face of the ecological crisis, the relationship and interdependence of existence.

spiritual and moral values, children's literature, modern Russian literature for teenagers, traditions, family values, foster family, personal dignity, patriotism, respect for elders, the genre of school story

1. Alekseev V. (2015) Prekrasnaia vtorogodnitsa [The Beautiful Grade-Repeater]. Moscow (in Russian).
2. Aleksin A. (2015) A tem vremenem gde-to [Meanwhile Somewhere]. Moscow (in Russian).
3. Ibragimbekov M. (2015) Za vse khoroshee — smert'! [For All the Good the Penalty is Death!]. Moscow (in Russian).
4. L'vovskii M. (2016) V moei smerti proshu vinit' Klavu K. [Please Blame Klava K for my Death]. Moscow (in Russian).
5. Mikhasenko G. (2016) Milyi Ep [The Loveable Ep]. Moscow (in Russian).
6. Strategiia razvitiia vospitaniia v Rossiiskoi Federatsii na period do 2025 [Strategy of Developments in Upbringing in the Russian Federation for the Period up to 2025], available at http://static.government.ru/media/files/f5Z8H9tgUK5Y9qtJ0tEFnyHlBitwN4gB.pdf (10.11.2018) (in Russian).
7. Vechnye tsennosti — osnova rossiiskoi identichnosti. Proekt dokumenta Russkoi Pravoslavnoi Tserkvi [Eternal Values as the Base of Russian Identity. Project of Document of the Russian Orthodox Church], available at http://www.pravoslavie.ru/44320.html (10.11.2018) (in Russian).
8. Zheleznikov V. (2017) Chuchelo [Scarecrow]. Moscow (in Russian).

Bogatyreva Natalia

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

This article emphasises the necessity of developing the internal position of student in younger schoolchildren in accordance with federal requirements. It reveals the opportunities provided by extracurricular activities for the internal position of the student. It analyses scientifi c approaches to the development of the internal position of the student in younger schoolchildren and to the organisation of extracurricular work at primary school. The methodological base of article is constituted by studies of M. Bezrukikh, A. Venger, D. El’konin on psychological features of children’s development when going over from preschool to younger school age; the studies by L. Bozhovich, T. Nezhnova, V. Davydova, V. Slobodchikova, G. Tsukerman on the specificity and stages in developing the internal position of the student. Based on these studies, the author of the article gives a defi nition of the notion of “internal position of the student” and reveals its consituent features. Particularly important are the following aspects: providing theoretical grounds for the complex of pedagogical conditions for the development of the internal position of the student in younger schoolchildren; the parents’ mastering of the necessary competence for the development of the internal position of the student in children; the design of a programme of extracurricular activities “First Time in the First Grade”. The article presents an analysis of results of diagnostics of the level of formation of the theoretical and methodological readiness of teachers of primary school as well as the competence of parents as to the development of the internal position of the student in schoolchildren of primary school. The article offers results of the author’s study of the level of formation of the internal position of the student in younger schoolchildren. The article describes the process and results of implementing the original programme for the development of the internal position of the student in schoolchildren taught in extracurricular activities that include a complex of forms of methodological work with teachers and interaction with parents, a system of extracurricular work with children. The author shows in applied and experimental work the implementation of pedagogical conditions for developing the internal position of the student in younger schoolchildren during an extracurricular activity. The veracity of the data obtained is checked in the course of its statistical processing.

education, younger schoolchildren, internal position of student, extracurricular activity, pedagogical conditions, theoretical and methodological comptenence of teachers, educational activity

1. Adol'f V., Ianova M. (2013) Professional'naia podgotovka pedagoga v kontekste stanovleniia i razvitiia ego organizatsionno-pedagogicheskoi kul'tury [Professional Training of a Teacher in the Context of Organisational and Pedagogical Culture]. Krasnoiarsk (in Russian).
2. Bozhovich L. (2008) Lichnost' i ee formirovanie v detskom vozraste [Personality and its Formation in Young Age]. Moscow (in Russian).
3. Davydov V., Slobodchikov V., Tsukerman G. (1992) “Mladshii shkol'nik kak sub»ekt uchebnoi deiatel'nosti” [“Younger Schoolchild as a Subject of Educational Activity”]. Voprosy psikhologii. 1992, vol. 3–4, pp. 14–19 (in Russian).
4. Drozdova I. (2010) “Stanovlenie subŸektnoi pozitsii mladshikh shkol'nikov pri realizatsii lichnostno-razvivaiushchego vzaimodeistviia pedagoga i obuchaiushchikhsia” [“Formation of Subject Position of Younger Schoolchildren in Implementation of Personality-Related Developing Interaction of Teacher and Students”]. Vestnik Cherepovetskogo gosudarstvennogo universiteta. 2010, vol. 2, pp. 9–12 (in Russian).
5. El'konin D. (2008) Detskaia psikhologiia [Children’s Psychology]. Moscow (in Russian).
6. Federal'nyi gosudarstvennyi obrazovatel'nyi standart nachal'nogo obshchego obrazovaniia (2011) [Federal State Educational Standard of Primary School Education]. Moscow.
7. Frolova P., Gorina A., Dubynina M. (2015) Psikhologiia i pedagogika [Psychology and Pedagogy]. Omsk (in Russian).
8. Ginzburg M. (2012) Razvitie motivov u detei 6–7 let. Osobennosti psikhicheskogo razvitiia detei 6–7-letnego vozrasta [Developing Motives in Children Aged 6‒7. Features of Psychic Development of Children Aged 6‒7]. Moscow (in Russian).
9. Grigor'ev D., Stepanov P. (2010) Vneurochnaia deiatel'nost' shkol'nikov [Extracurricular Activities of Schoolchildren]. Moscow (in Russian).
10. Gutkina N. (2000) Psikhologicheskaia gotovnost' k shkole [Psychological Readiness for School]. Moscow (in Russian).
11. Molchanova A. (2015) “Vneurochnaia deiatel'nost' obuchaiushchikhsia nachal'noi shkoly: osnovnye podkhody, usloviia i modeli organizatsii” [“Extracurricular Activities of Children at Primary School: Main Approaches, Conditions and Patterns in Organisation”]. Nachal'naia shkola. 2015, vol. 8, pp. 46–52 (in Russian).
12. Nezhnova T. (2008) “Vnutrenniaia pozitsiia shkol'nika: poniatie i problema” [“Internal Position of a Schoolchild: Notion and Problem”]. Zhurnal prakticheskogo psikhologa, vol. 5, pp. 143–156 (in Russian).
13. Nikolaeva M. (2011) “Lichnostno-professional'noe razvitie uchitelia nachal'nykh klassov v sisteme professional'nogo obrazovaniia: opyt, problemy, perspektivy” [“Personal and Professional Development of Teacher at Primary School in the System of Professional Education: Experience, Problems, Prospects”]. Izvestiia VGPU, vol. 8, pp. 57–62 (in Russian).
14. Polivanova K. (2009) Shestiletki: diagnostika gotovnosti k shkole [Six-Year-Olds: Assessing Readiness for School]. Moscow (in Russian).
15. Sergeeva B., Arakelian R. (2016) “Formirovanie roditel'skoi kompetentnosti v usloviiakh nachal'noi shkoly” [“Developing Parents’ Competence in Conditions of Primary School”]. Istoricheskaia i sotsial'no-obrazovatel'naia mysl'. 2016, vol. 1/1, pp. 184–188 (in Russian).
16. Shadrikov V. (2011) Professionalizm sovremennogo pedagoga: metodika otsenki urovnia kvalifi katsii pedagogicheskikh rabotnikov [Competence of Present-Day Teacher: Methods of Assessing the Level of Qualifi cation of Teachers]. Moscow (in Russian).
17. Shcherbinina O. (2014) “K voprosu o kriteriiakh, pokazateliakh i urovniakh razvitiia vnutrennei pozitsii lichnosti mladshego shkol'nika” [“On the Criteria, Indicators and Degrees of Development of Internal Position of Personality of Younger Schoolchild”]. Vestnik Orenburgskogo gosudarstvennogo universiteta, vol. 2 (121), pp. 394–400 (in Russian).
18. Shipova L. (2015) “Razrabotka kriteriev i pokazatelei vnutrennei pozitsii shkol'nika v psikhologopedagogicheskikh issledovaniiakh” [“Design of Criteria and Indicators of Internal Position of Schoolchild in Psychological and Pedagogical Studies”]. Teoriia i praktika obshchestvennogo razvitiia, vol. 8, pp. 260–262 (in Russian).
19. Stepanov E. (2011) “Metodicheskie sovety po organizatsii vneurochnoi deiatel'nosti uchashchikhsia nachal'nykh klassov” [“Methodological Advice on Organising Extracurricular Activities for Primary School Children”]. Zavuch nachal'noi shkoly, vol. 6, pp. 36–48 (in Russian).

Cherdynceva Evgeniya

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

This article aims to demonstrate a link between social psychology of education and social pedagogy. It gives a brief explication of social psychology of education in the historical perspective and the interrelationship of social psychology of education with social pedagogy. This link has become a subject of specialised study in Russian social science since mid-19th century and in foreign science since the end of the same century. The interest of psychology in issues of education has resulted in the emergence of its two branches, namely age psychology and psychology of education. However, the issues in education has not been fully studied in these branches, nor are they being studied now. This has led to the fact that since the mid-19th century the phenomena characteristic of the student milieu came to be an object of interest of E. El’nitskii, A. Molotov, G. Rokov, L. Tolstoy and other educationalists, who established the foundations of social psychology of education. Abroad, similar problems were studied by N. Andersen, M. Malinovsky, M. Meed, W. White and orhers. In the 1960s, the issues touched upon in the mid-19th — early 20th centuries began to be explored by the whole range of Russian scholars (Ia. Kolominskii, L. Umanskii, A. Lutoshkin, L. Novikova, A. Kirichuk, Kh. Lij mets, etc.) Their studies in their entirety allowed one to raise a question about distinguishing a relatively independent branch of social psychology, namely social psychology of education. The fi eld of study of this branch can be defi ned as the entirety of all those socio-psychological phenomena that take place in the life of those being educated, while its subject is various socio-psychological phenomena, processes and problems that emerge in this fi eld of study. This fi eld of study is closely linked to the fi eld of study of social pedagogy, which is defi ned as social education in the context of socialisation. The link between social psychology of education and social pedagogy in the process of study of the contemporary Russian society clearly identifi es traditions and innovations in socialisation and social education, which is specifi cally discussed in the article, both in groups of factors of socialisation and within the limits of separate factors.

social pedagogy, social psychology of education, socialisation, education, factors in socialisation, mechanisms of socialisation, traditions, innovations

1. Gordin A., Novikova L. (eds.) (1973) Problemy detskogo kollektiva v russkoi i sovetskoi pedagogicheskoi mysli [Problems of Children’s Collective in Russian and Soviet Pedagogical Thought]. Moscow (in Russian).
2. Mudrik A. V. (2017) “Sotsial'naia psikhologiia vospitaniia (kratkaia eksplikatsiia i subʼektivnye zametki)” [“Social Psychology of Education (Brief Explication and Subjective Remarks)”]. Sibirskii pedagogicheskii zhurnal. 2017, vol. 1, pp. 124–130 (in Russian).
3. Romm T. A. (2010) Istoriia sotsial'noi pedagogiki [History of Social Pedagogy]. Rostov-on-Don (in Russian).

Mudrik Anatoly

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

The present-day social and legal situation in Russia includes processes of developing the civil culture of society and increase in the legal and social security of specifi c categories of citizens, among whom are children with disabilities. This category of children is one of the most vulnerable, and it requires additional measures as to the protection of their rights and lawful interests. Due to discordant legal terminology, the protection of children with disabilities by means of traditional methods becomes problematic. In this case the protection of children with disabilities can be implemented through instruments of pedagogical advocacy. Advocacy of human rights is an instrument which is being actively used by social organisations and human rights defenders. The advocacy assumes the socio-pedagogical character when the protection of rights and lawful interests goes beyond the limits of the traditional understanding and becomes a part of social education. Its potetntial can be used in social pedagogy as well. Theoretical study and providing grounds for its link with social and pedagogical activities is topical. Due to the activisation of parental community, the increase in demand for advocacy, the social and pedagogical practice requires scientifi cally founded recommendations on implementing social and pedagogical advocacy. The author of the article has analysed study materials on various kinds of advocacy, the legal base of international, federal and local (with Voronezh region as an example) levels, as well as literature on social and pedagogical activities. The article identifi es features of social and pedagogical advocacy. Results of this study will support the increase in the quality of social and pedagogical activities and, ultimately, the improvement of the quality of life of children with disabilities.

social and pedagogical activity, social protection, social and pedagogical advocacy, defence of rights, children with disabilities

1. Federal'nyi zakon «Ob advokatskoi deiatel'nosti i advokature v Rossiiskoi Federatsii» ot 31.05.2002 № 63-FZ [Federal Law “On Advocacy and Lawyers in the Russian Federation”], available at http://www.consultant.ru/document/cons_doc_LAW_36945/ (11.11.2018) (in Russian).
2. Federal'nyi zakon «Ob obrazovanii v Rossiiskoi Federatsii» ot 29.12.2012 № 273-FZ [Federal Law “On Education i the Russian Federation”], available at http://www.consultant.ru/document/cons_doc_LAW_140174/ (11.11.2018) (in Russian).
3. Federal'nyi zakon ot 24.11.1995 № 181-FZ (red. ot 07.03.2018) «O sotsial'noi zashchite invalidov v Rossiiskoi Federatsii» [Federal Law “On Social Protection of the Disabled in the Russian Federation”]. URL: http://www.consultant.ru/document/cons_doc_LAW_8559/ (11.11.2018) (in Russian).
4. Federal'nyi zakon ot 28.12.2013 № 442-FZ «Ob osnovakh sotsial'nogo obsluzhivaniia grazhdan v Rossiiskoi Federatsii» (red. ot 07.03.2018) [Federal Law “On Fundamentals of Social Service for Citizens of the Russian Federation”], available at http://www.consultant.ru/document/cons_doc_LAW_167365/ (11.11.2018) (in Russian).
5. Konventsiia o pravakh invalidov [Convention on the Rights of the Disabled], available at www.un.org/ru/documents/decl_conv/conventions/disability (11.11.2018) (in Russian).
6. Posobie po advokatsii: Vlast' i uchastie naroda [Handbook of Advocacy: Authorities and Involvement of the People], available at http://mognovse.ru/viw-advokaciya-vlaste-i-uchastie-naroda.html (11.11.2018) (in Russian).
7. Prakticheskii gid po razvitiiu navykov deistviia dlia osushchestvleniia obshchestvennykh peremen [Practical Guide for Developing Skills in Activities for Implementing Changes in Society], available at http://docplayer.ru/26941723-Uchebnik-po-advokasi-prakticheskiy-gid-po-razvitiyunavykov-deystviya-dlya-osushchestvleniya-obshchestvennyh-peremen.html (in Russian).
8. Zakon Voronezhskoi oblasti «O sotsial'noi podderzhke otdel'nykh kategorii grazhdan v Voronezhskoi oblasti» ot 14.11.2008 g. № 103-OZ. [Law of Voronezh Region “On Social Support of Specifi c Categories of Citizens in Voronezh Region”, 14.11.2008], available at http://docs.cntd.ru/document/819075666 (in Russian).

Alekhina Ekaterina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Socio-economic, political, cultural changes of the mid-19th century in Russia launched processes of accelerated development of primary education as a relativela mass phenomenon. The attention of educationalsist, both theorising and practising, was drawn to the problem of teaching the basic literacy. The main place in pedagogical discussions was occupied by the question about visual aids in this process. Nikolai Aleksandrovich Korh, the prominent public fi gure and author of several textbooks and study guides, made a considerable contribution to the cause of visually aided teaching at the people’s primary school. This article analyses the reader “Our Friend” (Russ. «Наш друг») and manuals compiled by Korf for teachers. According to Korf, his reader represented a direct continuation of “Our Russian Word” (Russ. «Родное слово») by Ushinsky, but unlike Ushinsky’s book, it was designed specifi cally for rural schools. Korf considered it absolutely necessary to have special visually aided classes in the curriculum of primary school. The article identifi es links between Korf’s theoretical views on the use of visual aids in teching literacy and the visual range of his reader. It is shown that the visual components had their own didactic value. The article describes the algorithm of visually-aided teaching of literacy that was proposed by Korf. The illustrative range of his reader explained and supplemented the texts, providing children with pieces of practical information, made them familiar with the environment, both natural and created by people. The article emphasises that although “Our Friend” contained many pictures, its visual range was not equipped methodologically. The handbook contained many questions to the texts but almost no tasks to the pictorial materials.

N. A. Korf, visually-aided teaching, literacy, school reader, ABC-book, visual range, teaching technique, illustration, imaginative thinking

Romashina Ekaterina

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Ageeva Antonina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The work was supported by a grant from the Department of Social and Human Sciences of the Russian Foundation for Basic Research 16-06-00113a.

This article, based on the study of ca. 150 informants aged 43‒65, gives a socio-pedagogical reconstruction of the experience of romantic feelings and friendship of Soviet schoolchildren in pioneer camps of 1960s – 1980s. The analysis and interpretation of interviews with persons who went to summer pioneer camps allows us to state that romantic feelings and relations are diff erentiated by the respondents and are defi ned as “aff ection” (emotion or feeling), “romantic friendship of a boy and a girl” (relationship and interaction as a couple), love (mutual or non-mutual). In a pioneer camp, an evolution of romantic feelings and relations could take place (from mutual aff ection to romantic friendship, from romantic friendship to aff ection of one or both teenagers). The situation when romantic feelings and emotions were non-mutual was not always seen by teenagers as negative, sometimes the romantic feeling was selfcontained. Romantic feelings arose among a small proportion of teenagers, romantic relations even more seldom, the majority of pioneers fi rst experienced romantic feelings at the age of 14‒16. Aff ection, romantic friendship and love could connect two teenagers staying at a pioneer camp; a girl at the camp and a boy from a settlement nearby; a teenager at the camp and the older student responsible for the group of schoolchildren. In their romantic feelings and in their relations, teenagers demonstrated various strategies that were diff erent as to the determination to gain positive response. In terms of their duration, romantic feelings and relations of Soviet teenagers in pioneer camps were brief and ended with the camp shift, exceptions were quite rare. The repertoire of the expression of romantic feelings included interaction during slow dances at discos, sitting together at events, taking part together in games and entertainment, exchange of letters by the camp toy post, romantic dates (going for walks). Romantic feelings and relations were not verbalised by teenagers. With regard to couples whose relations were known in the group, there was created a supporting and caring environment.

children’s summer camp, childhood in USSR, teenage friendship and aff ection, history of extracurricular everyday life of schoolchildren, teenage romantic relations, memoirs about childhood in USSR

1. Kon I. (1996) Otrochestvo kak etap zhizni i nekotorye psikhologo-pedagogicheskie kharakteristiki perekhodnogo vozrasta [Adolescence as a Stage in Life, and Some Psychological and Pedagogical Features of Teen Age]. Moscow (in Russian).
2. Malgataeva M. (2017) “Psikhologicheskaia i sotsial'naia sushchnost' fenomena simpatii” [“Psychological and Social Essence of the Phenomenon of Aff ection”]. Issledovaniia i razrabotki v perspektivnykh nauchnykh oblastiakh. Novosibirsk, pp. 81–86 (in Russian).
3. Nartova-Bochaver S. (2001) Psikhologiia lichnosti i mezhlichnostnykh otnoshenii [Psychology of Person and if Interpersonal Relations]. Moscow (in Russian).
4. Piatiletova L., Rostovtsev A. (2012) “Eroticheskaia liubov' i vliublennost' kak fenomeny chelovecheskogo bytiia” [“Erotic Love and Romance as Facts of Human Life”]. F‚n-nauka, vol. 1, 9 (12), pp. 32–35 (in Russian).
5. Razzakov F. (2017) Nashe luchshee detstvo [Our Perfect Childhood]. Moscow (in Russian).
6. Tret'iakov V. (2014) Iz SSSR v Rossiiu i obratno: vospominaniia [From the USSR to Russia and Back: Memoirs]. Moscow (in Russian).

Kupriianov Boris

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

thanks to Irina Demakova, who supported the idea of anthropological research Article is executed with financial support of RFBR, the project No. 18-013-00890a.

This article analyses results of the study of ideals of young people. The author shows that similar content of ideals is a prerequisite of developing and preserving social connections and social groups. Besides, ideals act as moral and value-related regulators of social activity of the person. They determine the direction of self-development of the person in young age, and the maturity of the person. Based on empirical data, the article distinguishes meaningful semantic segments in the structure of ideals of students. Similar ideals allowed us to distinguish fi ve groups of young people with diff erent ideals. The first group is made up by young people who selected persons from their family as iseals; the second group are those who chose politicians or public fi gures; the third group are those who chose actors, rock-musicians, pop-singers, sportsmen; the fourth group chose prophets and saints as their ideals; the fi fth group chose poets, writers, philosophers. The subsequent comparison of personal characteristics in these groups has shown that meaningful diff erences between the groups are manisfested in the maturity of the person, in social identity, and in the degree of moral and ethical responsibility. The first group shows a low level of personal maturity and strong dependence on the social milieu; the second group shows high level of personal maturity, social pseudoidentity, full-fledged moral and ethical responsibility with clear-cut altruistic emotions and moral intuition; the third group has low level of personal maturity, independence and freedom from society, full-fl edged moral and ethical responsibility; the fourth group has a medium level of personal maturity, strong dependence on the social milieu, high level of moral and ethical responsibility with clear-cut altruism; the fi fth group has a medium level of personal maturity, asocial tendency, full-fl edged moral and ethical responsibility.

university students, ideal, personal characteristics, personal maturity, responsibility, direction of self-development, social identity, psychosocial type of personality

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Egorov Ilya

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

This article analyses social and historical conditions of disappearance of the Soviet psychology of religion and the emergence of psychology of religion of a new type in the 1990s. Soviet psychology of religion was more affi liated not the offi cial psychology but with the Soviet variety of religious studies, i.e. history and theory of atheism and religion. Its disappearance was due to social and political changes in Russian in the early 1990s. The dialogue between psychologists and religious fugures that began in the 1990s for the most part led to the development of a project alternative as to psychology of religion, namely Christian psychology. This has created diffi culty in diff erentiating between these two branches and led to the formation in the Russian academia of false ideas about the subject, methods and topics of psychology of religion. THe author of the article identifi es reasons for the absence of academic psychological studies of religion in Russia in 1990s. These were the focus on other scientifi c tasks; social and economic troubles of science and little fi nancial attractiveness of this fi eld; attitude to religion as a spiritual source for many scholars rather than an object of research. Main publications on this areas during the period in question are listed; fi rst university courses are mentioned as well. The birth of the new, post-Soviet psychology of religion in Russia in the 1990s was mostly due not to the social demand from Russian society that was experiencing a signifi cant rise in religiosity but to the personal interest of researches in psychological problems of religion as well as the cognitive “freshness” of this area of knowledge which was little studied at that time.

psychology of religion, Christian psychology, Soviet psychology, history of psychology, religious studies, religion, ‘scientific atheism’, scientific research, scientific institutions, post-Soviet Russia

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Dvoinin Alexey

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.